Within this lesson, students will be administered a quiz which will include all content knowledge covered up until this point in the week. All assignment that have been completed up until this point within the week (living/non-living review sheet, foldable, population density activity) will be submitted during this time. After the quiz, student will then be introduced to the next topic that will be covered which will be producers, consumers, and decomposers. Students will be broken up into groups to research these different organisms.
Materials:
Appropriate number of copies of all handouts (quiz, activity, project rubric) markers/chalk, colored pencils, markers, crayons, scissors, glue, construction paper, three sided poster boards, biology text book.
Students will be able to... 1.Collect and organize information about their particular type of organism. 2.Identify relevant questions for inquiry about their particular type of organism.
Instruction:
Quiz- Administer Ecology quiz to the class. Be sure to have students sufficiently spaced out within the classroom. The assessment is designed in order for students to be able to finish within the given timeframe. Notify students of their time remaining midway through the assessment, a five minute reminder, as well as a one minute reminder. As students complete and submit their quizzes, have them submit their foldables , as well their population density activity from the previous class periods. After they have submitted their work, they will be given the activity instructions for the class period. They will read the instructions of the activity and will be allowed to read the sections within their biology textbook that the activity includes. Opening- To transition from the quiz onto the new activity, open the new topic by posing the following questions: "Do we rely on other organisms for life and health?", "Do you think other organisms rely on other organisms for life and health?". Connect that without organisms relying on other organisms, ecosystems would fail.
Engagement:
Activity- After all the quizzes, foldables, and population density activities have been collected, as a cloud aloud, we will read the instructions to the producer, consumer, and decomposer activity. After all directions have been read, and all questions at that time have been answered, the class will be broken up into three groups. One group will be assigned to research producers, one group assigned to research consumers, and another group assigned to research decomposers. Students will count off by three’s, and there will be approximately seven students within each group. In each of the groups, I will assign each student a specific question from the list within their instructions to ensure all students will be giving equal contributions to their group. All three sided poster boards, and art materials will be provided. All projects will be worked on during class periods only and will be presented next week.
Closure:
The last five minutes of the scheduled time frame will be devoted to cleaning up, and putting all materials away. Poster boards will be stored at the back of the classroom. Any questions pertaining to the projects will be addressed. Pose review questions to the class such as, "Were there any answers to the investigations that surprised you thus far within your projects?", "Why do you think your particular organism is important to ecosystems?". Remind students they will have the next class period to work on their projects.
Assessment:
Assess students with the administering of the ecology quiz. Informally assess students throughout the class with their understanding of what is expected for the producer, consumer, and decomposer project. Attached to their activity instructions will be the rubric used for grading their projects, in order for students to know what is expected of them for this project.
Lesson Title: Quiz/ Producer,Consumer, Decomposer Projects
State Standards: GLEs/GSEs
Context of Lesson:
Within this lesson, students will be administered a quiz which will include all content knowledge covered up until this point in the week. All assignment that have been completed up until this point within the week (living/non-living review sheet, foldable, population density activity) will be submitted during this time. After the quiz, student will then be introduced to the next topic that will be covered which will be producers, consumers, and decomposers. Students will be broken up into groups to research these different organisms.Materials:
Appropriate number of copies of all handouts (quiz, activity, project rubric) markers/chalk, colored pencils, markers, crayons, scissors, glue, construction paper, three sided poster boards, biology text book.Objectives
Students will be able to...1.Collect and organize information about their particular type of organism.
2.Identify relevant questions for inquiry about their particular type of organism.
Instruction:
Quiz- Administer Ecology quiz to the class. Be sure to have students sufficiently spaced out within the classroom. The assessment is designed in order for students to be able to finish within the given timeframe. Notify students of their time remaining midway through the assessment, a five minute reminder, as well as a one minute reminder. As students complete and submit their quizzes, have them submit their foldables , as well their population density activity from the previous class periods. After they have submitted their work, they will be given the activity instructions for the class period. They will read the instructions of the activity and will be allowed to read the sections within their biology textbook that the activity includes.
Opening- To transition from the quiz onto the new activity, open the new topic by posing the following questions: "Do we rely on other organisms for life and health?", "Do you think other organisms rely on other organisms for life and health?". Connect that without organisms relying on other organisms, ecosystems would fail.
Engagement:
Activity- After all the quizzes, foldables, and population density activities have been collected, as a cloud aloud, we will read the instructions to the producer, consumer, and decomposer activity. After all directions have been read, and all questions at that time have been answered, the class will be broken up into three groups. One group will be assigned to research producers, one group assigned to research consumers, and another group assigned to research decomposers. Students will count off by three’s, and there will be approximately seven students within each group. In each of the groups, I will assign each student a specific question from the list within their instructions to ensure all students will be giving equal contributions to their group. All three sided poster boards, and art materials will be provided. All projects will be worked on during class periods only and will be presented next week.
Closure:
The last five minutes of the scheduled time frame will be devoted to cleaning up, and putting all materials away. Poster boards will be stored at the back of the classroom. Any questions pertaining to the projects will be addressed. Pose review questions to the class such as, "Were there any answers to the investigations that surprised you thus far within your projects?", "Why do you think your particular organism is important to ecosystems?". Remind students they will have the next class period to work on their projects.Assessment:
Assess students with the administering of the ecology quiz. Informally assess students throughout the class with their understanding of what is expected for the producer, consumer, and decomposer project. Attached to their activity instructions will be the rubric used for grading their projects, in order for students to know what is expected of them for this project.